Ejemplos y definiciones de ecuaciones: una ventana hacia el conocimiento conceptual de estudiantes de secundaria

• Fernández Millán, Elena ^[1] ; Molina, Marta ^[2]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  2. [2] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 12, Nº. 3, 2018, págs. 147-172
• Idioma: español
• Títulos paralelos:
  • Examples and Definitions ofEquations: A Window to the Conceptual Knowledge of Secondary Students
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En este estudio utilizamos la generación de ejemplos y la definición deconceptos por estudiantes para indagar en el conocimiento conceptualimplícito y explícito del concepto ecuación que han adquirido en laEducación Secundaria. Los estudiantes mostraron facilidad paragenerar ejemplos de ecuaciones y determinar diferencias entre ellos,dando evidencias de su conocimiento conceptual implícito. En cuanto alexplícito, manifestaron dificultades para definir el concepto ecuación.Generar ejemplos les ayudó a identificar elementos comunes,generalizar y expresar verbalmente, aunque con ciertas limitaciones, loque para ellos es una ecuación. Examples and Definitions of Equations: A Window to the ConceptualKnowledge of Secondary StudentsIn this study, we use the generation of examples and the definition ofconcepts by students to study their implicit and explicit conceptualknowledge of the concept of equation acquired in secondary education.Students showed facility to generate examples of equations and todetermine differences between them, giving evidences of their implicitconceptual knowledge. As for the explicit knowledge, they evidenceddifficulties in defining the concept of equation. Generating exampleshelped them to identify common elements, to generalize and to expressverbally, although with some limitations, what an equation is for them.

  • English

    In this study, we use the generation of examples and the definition of concepts by students to study their implicit and explicit conceptual knowledge of the concept of equation acquired in secondary education. Students showed facility to generate examples of equations and to determine differences between them, giving evidences of their implicit conceptual knowledge. As for the explicit knowledge, they evidenced difficulties in defining the concept of equation. Generating examples helped them to identify common elements, to generalize and to express verbally, although with some limitations, what an equation is for them.